|
Showing 1 - 7 of
7 matches in All Departments
Bringing together feminist theory, girlhood studies, and curriculum
theory, this book contributes an in-depth critical analysis of
curriculum in single-gender schooling for girls in postfeminist
landscapes of "unlimited choices" and resurgences of proper
girlhood. The arguments challenge the mainstream assumptions and
promotions about the guarantees of female success via small school
supports, tailored curricula, protection, school choice and class
advantage. Single-gender schools are not homogenous; they have
different histories, student populations, finances and
organization. Recognizing this diversity, Girls, Single-sex
Schools, and Postfeminist Fantasies draws on rich data collected in
two US secondary schools over a two-year period to identify and
explore the ambiguities of success in single-sex schools for girls.
Rich classroom observations and interviews with teachers and
students reveal the resounding message delivered to girls - that
they can "have it all" by going to college. By exploring students'
imaginings, hopes, and doubts around college, the text illustrates
how this catalyzes girls' critiques of their futures and of the
schooled storylines of female success. While teachers might trumpet
college, career, and limitless horizons, girls seek to understand
their social positions and try to make sense of family, passions,
and future happiness. This book will be of great interest to
graduate and postgraduate students, academics, researchers,
libraries in secondary education, girlhood studies, sociology of
education, gender and sexuality in education, single-sex schooling,
and feminist theory.
Passions are high in education, and this edited volume offers bold
new ways to conceive of the affective intensities shaping our
present historical moment. Concerns over school practices deemed
"ineffective," "disruptive," "irrational," or even "promising" are
matters modulated by and through feelings, such as, optimism,
shame, enhanced concentration, or empathy. The recent turn to
affect offers vibrant methodological and theoretical material for
an educational present marked by high stakes rhetoric, heated
debate, teacher and student vulnerabilities, and extreme
educational measures. Affect studies are a part of new materialist
and post-humanist turns, and this volume connects these new
theoretical directions within education. This comprehensive volume
on affect crosses educational subfields and responds to the
transdisciplinary interest in thinking through pedagogy, education,
and feeling. This comprehensive reader addresses affect in
education from a wide range of styles, topics, and perspectives.
This collection offers an introduction to theory, empirical
research studies, interviews with affect studies scholars, and an
assessment of the current and future significance of affect studies
in education. Contributors utilize a range of theoretical and
interpretive approaches to thinking with and through schooling
phenomena. Interviews with affect scholars in the humanities and
social sciences address affective dimensions of teaching. The
editors' introduction, different foci, and interdisciplinary genres
of writing help readers feel their ways into what affect studies in
education does and might do. This field-defining collection will be
of interest to a range of readers--from graduate students to
established scholars--with varying levels of expertise and
familiarity putting affect theories to work in education. All the
contributions are accessible to those new to the theory, methods,
and debates in this vibrant area of educational studies.
Bringing together feminist theory, girlhood studies, and curriculum
theory, this book contributes an in-depth critical analysis of
curriculum in single-gender schooling for girls in postfeminist
landscapes of "unlimited choices" and resurgences of proper
girlhood. The arguments challenge the mainstream assumptions and
promotions about the guarantees of female success via small school
supports, tailored curricula, protection, school choice and class
advantage. Single-gender schools are not homogenous; they have
different histories, student populations, finances and
organization. Recognizing this diversity, Girls, Single-sex
Schools, and Postfeminist Fantasies draws on rich data collected in
two US secondary schools over a two-year period to identify and
explore the ambiguities of success in single-sex schools for girls.
Rich classroom observations and interviews with teachers and
students reveal the resounding message delivered to girls - that
they can "have it all" by going to college. By exploring students'
imaginings, hopes, and doubts around college, the text illustrates
how this catalyzes girls' critiques of their futures and of the
schooled storylines of female success. While teachers might trumpet
college, career, and limitless horizons, girls seek to understand
their social positions and try to make sense of family, passions,
and future happiness. This book will be of great interest to
graduate and postgraduate students, academics, researchers,
libraries in secondary education, girlhood studies, sociology of
education, gender and sexuality in education, single-sex schooling,
and feminist theory.
Passions are high in education, and this edited volume offers bold
new ways to conceive of the affective intensities shaping our
present historical moment. Concerns over school practices deemed
"ineffective," "disruptive," "irrational," or even "promising" are
matters modulated by and through feelings, such as, optimism,
shame, enhanced concentration, or empathy. The recent turn to
affect offers vibrant methodological and theoretical material for
an educational present marked by high stakes rhetoric, heated
debate, teacher and student vulnerabilities, and extreme
educational measures. Affect studies are a part of new materialist
and post-humanist turns, and this volume connects these new
theoretical directions within education. This comprehensive volume
on affect crosses educational subfields and responds to the
transdisciplinary interest in thinking through pedagogy, education,
and feeling. This comprehensive reader addresses affect in
education from a wide range of styles, topics, and perspectives.
This collection offers an introduction to theory, empirical
research studies, interviews with affect studies scholars, and an
assessment of the current and future significance of affect studies
in education. Contributors utilize a range of theoretical and
interpretive approaches to thinking with and through schooling
phenomena. Interviews with affect scholars in the humanities and
social sciences address affective dimensions of teaching. The
editors' introduction, different foci, and interdisciplinary genres
of writing help readers feel their ways into what affect studies in
education does and might do. This field-defining collection will be
of interest to a range of readers--from graduate students to
established scholars--with varying levels of expertise and
familiarity putting affect theories to work in education. All the
contributions are accessible to those new to the theory, methods,
and debates in this vibrant area of educational studies.
|
|